HOLY CROSS OF DAVAO COLLEGE

Sta. Ana Avenue, Davao City

A Portfolio on
Student Teaching Experiences

______________________

Presented to

CATHERINE P. ISON MAEd

Practicum Supervisor

HOLY CROSS OF DAVAO COLLEGE

(Training Institution)

______________________

In Partial Fulfillment
Of the Requirements in

Education 34

______________________

By

LEAMEL C. OSNAN
Student Teacher

March 2018

i
 Approval Sheet

This narrative report entitled “Student Teaching Experiences”, which was

prepared and submitted by LEAMEL C. OSNAN., in partial fulfillment for the
subject Education 34 and as a requirement for the Degree of Bachelor of
Physical Education Major in School Physical Education has been examined and
recommended for approval.

(SGD)CATHERINE P. ISON MAEd

Supervising Teacher

ACCEPTED in partial fulfillment of the requirements of the course

Education 34 with a rating of ___________ %.

(SGD) CATHERINE P. ISON MAEd

Supervising Teacher

Noted by:

(SGD)VERONICA S. MERLAS, Ed.D.

Dean-School of Teacher Education

March 2018

ii
 Acknowledgement

I would like to express my special thanks of gratitude to my

supervising teacher Catherine P. Ison as well as to my cooperating
teacher Catherine M. Arcenas who help me during my internship and
for providing their invaluable comments, guidance, and suggestions in
my demonstration.
Secondly, thank you so much to my family who supported me through
financial, spiritual and emotional. To my friends, co interns, classmates
who always there for me during my struggle days.
Lastly, to our almighty God for sending his holy spirit to guide me
throughout in my journey.

iii
 Dedication

This evocative and effort – exerted report is wholeheartedly

dedicated to the invaluable people of my life

To my parents

To my mentors

To my co-interns and friends

To my co-faculty scholars

And last but definitely not the least, to God almighty

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 Table of Contents
Page
Title Page i

Approval Sheet ii

Acknowledgement iii

Dedication iv

Table of Contents v

Teacher’s Prayer vi

Lupang Hinirang vii

Introduction viii

CHAPTER

1 HOLY CROSS OF DAVAO COLLEGE AS A

TEACHER TRAINING INSTITUTION

School Seal and its Interpretation

2 Historical Perspective of HCDC 5
HCDC Hymn 12
Educational Philosophies 13
HCDC Vision-Mission Statement 14
Objectives of HCDC-College Department 14
School of Teacher Education Vision- Mission- Goals 16
Objectives of HCDC -Basic Education Department 17
HCDC-Community Extension Service
CES Organization Structure 20
CES Objectives 21
Student Teaching
Objectives of the Student Teaching 23

v
 Major objectives of Student Teaching 23
The Student Teachers’ Code 24
Responsibility of the Students 24
Responsibility of the Teacher Training School 24
Responsibility of the Profession 25
Responsibility and Duties of Student Teachers 25
Code of Ethics for Professional Teacher 27

2 THE COOPERATING SCHOOL (OFF CAMPUS)

Historical Perspective of the Cooperating School 49

School Profile 56
School’s Vision- Mission and Thrust 58
School’s Organizational Chart 61
School Map/ Vicinity Map 62

3 STUDENT TEACHING EXPERIENCES

Reflections
Journal 1 : Lesson Plan 65
Journal 2 : Instructional Materials 67
Journal 3 : Classroom Management 69

Journal 4 : Assessment 71
Journal 5 : Learning Environment 72
Journal 6 : Self-Evaluation 73

Professional Readings
PR 1 : The Unmotivated Students

PR 2 : Stop Bullying before it starts.

PR 3 : Students Disorganization

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 Seminar Insights
SI 1: Workshop Insight 120
SI 2: Lesson Planning Insight 122
SI 3: Classroom Management Insight 124
OFF-Campus Insights 132

4 OUTPUT

Daily Attendance
Off-Campus 137
Lesson Plans
Off-Campus 146
Class List
Off-Campus 153
CES Involvement 155

Appendices

A Letter Request for Grade (Off Campus)

B Teaching Performance Rating Sheet- Cooperating 164
Teacher (Off Campus)
C Non-Teaching Performance Rating (Off Campus) 170
D Teaching Performance Rating Sheet- Supervising Teacher 172
E Clearance Form (Off Campus) 174
F School Forms
SF 1: School Register 114
SF 2: Daily Attendance Report of
Learners 115
SF 5: Report on Promotion and Level of Proficiency 117
SF 137: Student Permanent Record 119

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 SF 138: Progress Report Card 120
E-Class Record

G Documentation (Off-Campus) 180

H Certificates of Seminars and Trainings Attended 181
I Certificate of Completion 184
J Application Letter 184
K Curriculum Vitae 185

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Teacher’s Prayer
By Olga de Juana

Help me to be a fine teacher,

to keep peace in the classroom,
peace between my students and myself,
to be kind and gentle
to each and every one of my students.

Help me to be merciful to my students,

to balance mercy and discipline
in the right measure for each student,
to give genuine praise as much as possible,
to give constructive criticism
in a manner that is palatable to my students.

Help me to remain conscientious

enough to keep my lessons always interesting,
to recognize what motivates each of my students,
to accept my students’ limitations
and not hold it against them.

Help me not to judge my students too harshly,

to be fair to all,
to be a good role model,
but most of all Lord help me
to show your love to all my students.
Amen.

ix
Lupang Hinirang

Bayang magiliw
Perlas ng Silanganan,

Alab ng puso,

Sa dibdib mo'y buhay.

Lupang Hinirang,
Duyan ka ng magiting,
Sa manlulupig,
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula
At awit sa paglayang minamahal.
Ang kislap ng watawat mo'y
Tagumpay na nagniningning,
Ang bituin at araw niya
Kailan pa ma'y di magdidilim.
Lupa ng araw, ng luwalhati't pagsinta,
Buhay ay langit sa piling mo;
Aming ligaya, na pag may mang-aapi
Ang mamatay ng dahil sa iyo

x
 Introduction

Education is a lifelong process of learning and to become an efficient and

effective the strategies, tactics and teaching styles that best suit him/her.

It is the time of trial and error and for growing confidence and beginning

expertise. It is not a time of perfection but striving of competence. Through

student teaching, a process whereby a potential teacher’s confirms herself and

others that she as the resourcefulness to survive with educator, you must

understand the value of continues learning because this would be the teacher’s

tool in molding individuals into a better and more competitive one.

Student teaching is the first and foremost a learning situation. This is the

craft before she has to put her skills on the time in her own classroom. This is the

student teachers chance to learn from his mistakes without causing harm to her

students. This is the time for her to find out an actual teaching situation, the

prospect teacher gain more experiences that would serve as their credential in

their path.

Students teaching serve as an internship in the profession education

where theories, knowledge, attitudes and skills through course work and

observation are fused into more meaningful interpretation through practical

experience in actual teaching situation.

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xii
Description:

The school seal consists of two (2) circles within which the following are

included:

A. Inner Circle:

A.1 Coat of Arms divided into four parts, with the following figures:

A.1.1 Cross and Eucharist-left side

A.1.2 Coconut tree-upper right

A.1.3 Three stars-between the Cross and Coconut Tree

A.1.4 Greek letters Alpha and Omega and the Coconut Tree

A.1.5 Greek letters Alpha and Omega-bottom right

A.2. 1951 – foundation year written below the Coat of Arms

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 B. Outer Circle: the following words arranged in circular form:

HOLY CROSS OF DAVAO COLLEGE, INC.

B.1 The Cross and Eucharist is the emblem of faith which

distinguishes all Holy Crossian - that they are Christians above all.

B.2 The Coconut Tree was the chief agricultural products of Davao

and its provinces. As a tree of life, it symbolizes strength, flexibility and

openness of the school towards change and its desire to be of service to its

clientele and the external community.

B.3 As the Philippine flag, the three stars symbolize Luzon, Visayas

and Mindanao. They represent the Holy Crossian nationalism and love of

country.

The Greek letters Alpha and Omega signify that God the Creator is the

origin, the sustainer and the end of all things, not only in time and space but in

other dimensions and aspects, as well. It refers to Christ: “I am the Alpha and the

Omega, the First and the Last, the Beginning and the End.

External to the Coat of Arms but within the inner circle is sky blue

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background symbolizing Mary, the Mother of God, and the year 1951 when the

religious of Virgin Mary founded the school.

The figurative elements in the inner circle and the outer circle are outline

or printed in red and white background. The red and white colors symbolize

Christ’s suffering, triumph and glory on the cross.

C. School Motto: EX FIDE AD VERITATEM which means “from faith to

truth.”

HISTORICAL PERSPECTIVE OF
THE HOLY CROSS OF DAVAO COLLEGE

Holy Cross of Davao College is a Catholic educational institution nurtured

by three religious institutions to answer the needs of the community for quality

education rooted in the tradition of the Catholic faith. From 1951 -1956, the

Religious of the Virgin Mary Sisters (RVM) laid the foundation upon which the

school was founded. The Foreign Mission Society of Quebec (PME Fathers) from

1957 – 1976 strengthened and improved these structures. And the Archdiocese

of Davao from 1976 up to the present, building on the traditions of its

predecessors, expanded them to make the Holy Cross of Davao College a prime

college in the city of Davao, providing affordable quality Catholic education not

only to the people of the city but also to the neighboring provinces.

In 1951 – 1952, the RVM sisters opened an annex of the Immaculate

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Conception College (the present University of the Immaculate Conception) at

Sta. Ana Avenue, Davao City upon the request of parents living in the Sta. Ana

District. They asked the permission of the local bishop to construct the ICC

annex building on a parcel of land owned by the Roman Catholic Apostolic

Administrator of Davao. The annex provided kindergarten, elementary, and

secondary courses for boys and girls. It became a separate school by school

year 1955-1956 and was named the Holy Cross Academy of Davao.

In April 1956, the RVM General Council decided to transfer the ownership

of the school. The council informed the Most Reverend Clovis Thibault, PME, the

first Apostolic Administrator and Bishop of Davao, about this decision. In that

same year, the RVM Congregation represented by Superior General Mother

Maria Catalina Dychitan sold the school building including all that goes with the

functioning of a school to the Roman Catholic Apostolic Administrator of Davao.

Bishop Thibault then asked the Foreign Mission Society of Quebec (PME

Fathers), whom he had earlier requested to establish a technical and industrial

school, to maintain Holy Cross Academy of Davao and to establish an exclusive

school for boys. A land lease agreement was subsequently made between PME

Regional Superior Rev. Fr. Lionel Labelle and Bishop Clovis Thibault.

The PME Fathers took over the school management in 1956-1957 with

Rev. Fr. Jean Lalonde as the first school director and Rev. Fr. Leopold

Charlesbois as assistant school director. The school was renamed Holy Cross of

Davao School, Inc.  When   Fr. Lalonde left in 1959, Fr. Eloi Montambault, PME

was appointed school director until Fr. Lalonde’s return in 1961.

xvi
 The sixties saw a lot of changes in the school.  In SY 1964-1965, the

school allowed the admission of girls to the elementary department.  In SY 1966-

1967, college courses were offered and the school was renamed Holy Cross of

Davao College, Inc.  A year after, Rev. Fr. Generoso C. Camiña , the first Filipino

PME, was appointed Rector. He was succeeded by Mr. Emilio P. Palma Gil who

was appointed school president on July 1, 1969.

The PME Fathers relinquished their right to the school in 1976. Due to

lack of Filipino personnel needed to operate the school, the PME Fathers

decided to transfer the ownership of school buildings, including the CYO

gymnasium, its furniture and equipment, and all the rights and privileges of

operating a school to the Roman Catholic Bishop of Davao.  On July 10, 1976, a

Canonical Deed of Donation was made between PME Regional Superior Rev. Fr.

Roland Denies and Archbishop Antonio Ll. Mabutas, DD, JCD.

Holy Cross of Davao College, Inc. expanded in the eighties with the help

of its benefactors.  In 1984, the grade school department, officially

named Professor Hermann Gmeiner School, found a new campus site at Bajada,

Davao City. The SOS Kinderdorf International constructed the grade school

building and other facilities and offered these for the school’s perpetual use.  A

year after, Archbishop Antonio Ll. Mabutas inaugurated and blessed the new

campus and its occupants in the presence of Prof. Hermann Gmeiner, founder of

SOS Kinderdorf International.  On August 29, 1984, Mr. Helmut Kutin, President

of SOS Kinderdorf International, presented the speech laboratory, audio visual

center, and sports center as additional facilities for the grade school department.

xvii
 Other changes were introduced in the eighties. The high school

department which continued to be an exclusive school for boys for many years

was finally opened to female students. In SY 1985-1986, due to the persistent

request of parents whose daughters were not allowed admission to the high

school department, the school administration was finally convinced to allow the

admission of female high school students. In the next school year (1986 – 1987)

the Vision-Mission statement of the school was written and significant

accreditation-related work was started. At the main campus, a five-storey building

named after Prof. Hermann Gmeiner was built in 1989.

Change and growth also marked the nineties.  President Palma Gil retired

on May 31, 1994. He was succeeded by Dr. Ma. Iris A. Melliza who was installed

on September of the same year. President Melliza continued the accreditation

work started by her predecessor.  Under her term, the government granted the

school permit to operate master’s programs in education and economics on

February 8, 1995.   On April 25, 1995 the Philippine Accrediting Association of

Colleges, Schools and Universities (PAASCU) granted the liberal arts and

education programs Level II status for three years.

The demands of the increasing student population and new academic

programs were addressed through the expansion and improvement of the

school’s physical facilities.

On February 6, 1996, Msgr. Mabutas blessed the new four-storey

Archbishop Mabutas Hall which was constructed alongside the renovated four-

storey Archbishop Thibault Hall. A new chapel was built in honor of the PME

xviii
Fathers and was blessed on October 8, 1996. The school also acquired a 5-

hectare shoreline property at Camudmud, Babak, Island Garden City of Samal,

specifically for the requirements of the marine transportation program.

The year 1996 was a year of thanksgiving and celebration. The

Archdiocese of Davao commemorated its 25th anniversary and Archbishop

Antonio Ll. Mabutas celebrated his golden jubilee as priest and 35th year as

bishop. On November 28, 1996, Most Rev. Fernando R. Capalla, DD was

installed as Archbishop of Davao and was designated as the corporate president

of HCDC.

One year after, in 1997, the Palma Gil building was constructed. It was

completed in 1998. It was in this year also that the Liberal Arts and Education

Programs were granted Level II Reaccreditation for five years. In school year

1998 AB Psychology was converted to BS Psychology. And in 1999 the

Commerce Program was granted Level II accreditation for three years.

The 2000’s ushered in major developments in the institution in terms of

recognition and accreditation, course offerings, and physical facilities.

Starting 2000 the college was granted additional recognition.  Det Norske

Veritas (DNV) granted international accreditation to Maritime Education. The

same program was accredited by the International Organization Standard (ISO)

9001:2000 subject to annual audit. In 2001, the same program was among the

35 maritime educational institutions certified to have fully complied with the

Commission on Higher Education (CHED) Seafarer’s Training Certification and

Watch keeping (STCW) ’95 standards as per CHED Memorandum Order No. 08,

xix
Series of 2001. In SY 2003-2004 the Liberal Arts, Education and Commerce

Programs were granted Level III accreditation for five years as recommended by

PAASCU.  And in 2007, the BSMT program was granted Level I accreditation by

the Philippine Association of Colleges and Universities Commission on

Accreditation (PACUCOA).  In June 2010, the Master of Arts in Education of the

graduate school was granted Level I.  Finally, the BSMT program was granted

Level II on October 2010.

The school expanded its course offerings in the 2000s. In SY 2000-2001

AB major in Library Science became BS in Library and Information Science

(BLIS). The school was given permit to offer BS Social Work in the same school

year. This program was officially recognized in 2003. Other courses were offered

during the period: 10-month Seafarer Rating Course, with major concentration

either in Deck Rating or Stewarding in 2000; 5-month Computer Technician

Course in 2001; BS Electronics and Communications Engineering and BS

Computer Engineering in 2003; BS Criminology in 2005; BS Information

Technology and BS Hotel and Restaurant Management in 2008; BS Accounting

Technology in 2009. BS Commerce was converted into BS Business

Administration in 2007.

The college has also expanded physically.  A new four-storey building was

completed in Bajada for the high school department which was housed together

with the college department in the Sta. Ana campus.  In 2006 the department

was transferred to the Bajada campus.  To accommodate the growing number of

students, the HRM Building was constructed in 2010.

xx
 Holy Cross of Davao College has grown through the years. Starting with a

national recognition, it is now internationally recognized.  With only two PAASCU

accredited programs at first, now it has five programs accredited by four different

accrediting bodies.  Three of these programs are Level III. Starting with basic

education then with three college courses, it is now offering a total of 21 courses.

Starting with a campus in Sta. Ana Avenue, Davao City now it also has

campuses in Bajada, Davao City and Babak, Island Garden City of Samal.

At present Holy Cross of Davao College is working to extend its present

boundaries, academically and physically. As it moves forward, it remains rooted

in the tradition of its founders and their successors.  It is a center of Catholic

formation for young men and women as it lives out the commitment of the RVM

Sisters, the PME Fathers and the Archdiocese of Davao.

EDUCATIONAL PHILOSOPHIES

The Holy Cross of Davao College believed in the Catholic philosophy of

life, which recognizes that every human being has an eternal destiny as well as

an early existence. Education is a preparation for the whole man, for life, here

and thereafter.

All students enrolled in this College are expected to adhere to the

Christian Philosophy of life as explained by the Catholic Church.

Founders General Objectives

xxi
 The Holy Cross of Davao College, founded by the P.M. E., society of

Quebec on Christian Democratic principles, wants to remain faithful to the

original vision of its founder. To serve the educational needs of Davao, forming

Christian leaders to become key factors in the formation of Christian

Communities.

The total benefits of a complete formal Christian Education aids to enable

the graduates of the Holy Cross of Davao College enjoy the advantages of a

scientifically and technologically progressive world.

HCDC VISION-MISSION STATEMENT

The Holy Cross of Davao College, Inc. (HCDC) is a community of Christ-

centered evangelizers educated in the faith and animated by the passion for

truth, justice, peace and service.

As members of this Filipino archdiocesan educational institution, we

commit ourselves to promote quality Catholic education to all, especially the less

fortunate, and to create through dialogue a Christian environment for the integral

formation of persons who will be effective agents of social transformation.

xxii
 HCDC HYMN

EX FIDE AD VERITATEM
(Lyrics & Music by: Elsa C. Corbit)

In Davao land, Southern Mindanao,

stands a blazing Cross
to guide and transform its flock
to Christ-like life and love.

Refrain:
Red, white and blue forever be;
Symbols of the heavenly.

Chorus:
Hail! Holy Cross, thy glory we proclaim!
With gratitude and hope, we sing thy name.

EX FIDE AD VERITATEM
in our being we acclaim.

Dear HCDC thy radiance exalts

to grant us WISDOM that directs
in our search for meaning and the TRUTH
Who is JESUS CHRIST our Lord.

(Repeat Ref. and Cho.)

Alma Mater dear thy mark ascends

to mold the young to SERVE the least
To be bearers of JUSTICE, LOVE and PEACE
and sharers of God’s grace.

(Repeat Ref. and Cho.)

Bridge:
Onward! Holy Cross!
Stand for our mission!

xxiii
 With the BLESSED MOTHER MARY,
We are led in our journey of FAITH!

(Repeat Chorus one step higher)

Coda:
EX FIDE AD VERITATEM
In our being we acclaim!

OBJECTIVES OF THE HOLY CROSS OF DAVAO COLLEGE, INC.

COLLEGE DEPARTMENT

General Objectives:

The college department is committed to the development of the whole

person founded on a strong relation with Christ. Thus seek to:

1. Provide the students, especially the less fortunate, the opportunities,

atmosphere, and training that enhance their dignity as human persons and

help them to acquire a Christian value system that nurtures faith, truth,

justice, peace, love and service.

2. Offer career programs that will develop competent professionals, dynamic

and religious citizens who, as leaders and followers, will share themselves in

meaningful participation in the functions of society to improve the quality of

human life.

3. Make the students more aware of the contemporary social, political,

economic, cultural, moral, and other issues so that they become socially

sensitive and creativity to the changing needs of their environment;

4. Develop appreciation, pride and love for our rich Filipino cultural heritage and

xxiv
 strengthen nationalism among the students.

VISION, MISSION AND GOALS OF THE

SCHOOL FOR TEACHER EDUCATION

VISION

The School of Teacher Education of the Holy Cross of Davao College is a

leading professional college producing Christ-centered facilitators of learning who

are committed to excellence.

MISSION

Through its vision, the college declares its mission

 to provide a dynamic and quality learning environment;

 to maintain highest standards of instruction, research, and community

service; and

 to produce competent, creative, and compassionate Filipino

educators.

GOALS

xxv
 Thus, the school is committed to create an atmosphere that is responsive

to the trends and challenges in education and adheres to the Catholic Christian

Philosophy and Code of Ethics for Professional Teachers.

OBJECTIVES OF THE HOLY CROSS OF DAVAO COLLEGE, INC.

BASIC EDUCATION DEPARTMENT

A. General Objectives:

A.1. To enhance the range and quality of individual and group participation in

the basic function society founded in spiritual and moral values.

A.2 To acquire the essential educational foundation for his/her development

into productive and versatile citizen.

B. Specific Objectives:

A graduate of PHGS – HCDC is expected to be:

B.1. Intelligent

B.1.1 interprets information,

B.1.2 creative, truth seeker, critical and logical thinker,
B.1.3 has the “virtues of intellect” such as humility, honesty, objectivity,
accuracy, clarity, logic and concentration,
B.1.4 shows interest in the intellectual creation,

xxvi
 B.1.5 has the thirst for knowledge

B.2 Spiritually Mature

B.2.1 lives in faith by applying it to his/her own conduct,

B.2.2 acts according to Christian principles (love, service and
commitment)
B.2.3 involves in school, parish and community activities,
B.2.4 seeks the need for divine help through prayers and sacraments,
B.2.5 finds inspiration in Christ, in Mary, saints and in other people
who committed themselves to Christ,

B.3 Healthy

B.3.1 respects the body as partner of a person's immortal soul and

keeps it physically fit,

B.4 Vocabulary Prepared and Economically Self-Sufficient

B.4.1 develops love of family life

B.4.2 develops love for work
B.4.3 contribute productive to the economic sufficiency of the family
and community

B.5 Social Method

B.5.1 aware of the social conditions and problems in his/her own
community and country
B.5.2 respects the rights of the other people and opposes any form of
human rights violation
B.5.3 develops the sense of responsibility toward his family, school,
community and country

xxvii
B.6 Filipino

B.6.1 has a deep sense of nationalism and patriotism

B.6.2 loves, support and defends his/her country

xxviii
COMMUNITY EXTENSION SERVICE ORGANIZATIONAL STRUCTURE

President

CES Instructional
Coordinator

College Alumni CES Community

Coordinator Organizer

CES College xxix

Coordinator
 COMMUNITY EXTENSION SERVICE OBJECTIVES

Inspired by its Vision and Mission, the Holy Cross of Davao College, the office

of Community Extension Services (CES) places its physical, professional and

cultural resources at the service of poor communities.

 To assist local communities, develop their member to become self-reliant,

responsible and integrated person as member of society.

 To help promote sustain development of society by protection and

promoting human right, and the order ecological balance.

 To establish linkage with other institution to strengthen CES structure into

upgrading the quality delivery of extension.

xxx
xxxi
 Objectives of the Student Teaching

In the Philippines, teaching is considered as a profession and like others

profession, it requires as extended period of specialized pre-service preparation

and eventual licensing before the candidate is authorized to become a

practitioner, and student teaching is the climax of this pre-service preparation.

Major Objectives of Student Teaching

1. To provide opportunities for teachers to be able to know the real school

situations and to learn the principles regarding the teaching-learning process.

2. To provide opportunities for a prospective teacher to evaluate herself and

discover his weaknesses in certain field to her teaching job by putting herself

and her ideas to test in actual teaching.

3. To gain a comprehensive and realistic picture of the instruction system

being a part of this teaching job.

4. To develop competence and attitude needed by a teacher in order to operate

effectively as a classroom teacher.

5. To understand the problem of actual teaching, and develop the skill to make

adjustment to charging classroom condition.

xxxii
 The Student Teacher's Code

Among the objectives of the student teacher is to gain insight into

teaching skills and to develop professional integrity; it is therefore necessary that

he should be aware of his responsibilities and duties. These are summarized in

the following code for Student Teachers.

Responsibility of the Students

1. The student teacher is a professional practitioner in his relationship with his

students. All data concerning the schools and the students must be kept
confidential.
2. The student teacher refrains from imposing his religious or political views
upon his students.
3. The student teacher is an example to his students physically, mentally,
intellectually, morally, and ethically.
4. The student teacher recognizes his continuing need for understanding
student’s growth and development.
5. The student teacher deals sympathetically with each student without
prejudice or partiality.

xxxiii
 Responsibility to the Teacher Training School

1. The student teacher acts only through accepted channels of

communication and authority in our school system.
2. The student teacher recognizes his duties, responsibilities and privileges.
3. The student teacher assumes only the authority which has been delegated
to him. The training teacher is legally responsible for in control of the class.
4. The student teacher respects the professional rights and personal dignity
of the Supervising Instructor and Cooperating Teacher as well as the staff
members, the Director of the Student Teacher. The student observes in the
classroom situation.
5. The student teacher recognizes that any misconduct is the reflection upon
the teacher training institution, which he represents. The student teacher
should uphold the standards of the institution in his professional conduct.

Responsibility to the Profession

1. The student teacher shows pride in, and considers himself a member of
the profession. He acts according to established ethics in all matters.
2. The student teacher maintains membership in, and otherwise supports
professional organizations.
3. The student teacher is a reader. He keeps up to date on professional
matters and current affairs.
4. If the student teacher’s responsibility to be informed about the legal
aspects of his practice and certification.

Responsibilities and Duties of Student Teachers

xxxiv
 In assuming the new of a teacher, student teacher should have a
clear picture of what they should do during the internship period. The student
teaching program can be implemented more effectively if the student teacher
knows what their responsibilities and duties are in fulfilling their role as
prospective teachers and molders of young boys and girls.

It is therefore the task of the teacher training mentors to let the student
teachers be aware of the responsibilities and duties in student teaching. These
are given in the form of a code, some expectations, and in a checklist in this
guidebook.

CODE OF ETHICS
FOR PROFESSIONAL TEACHER

Resolution No. 432

Series of 1997

Pursuant to the provisions of Paragraph (e), Article 11, of R.A. No. 7836,
otherwise known as the “Philippines Teachers Professional Act of 1994” and
Paragraph (a), Section 6, P.D. No. 223, as amended, the Board of professional
Teachers hereby adopts and promulgates the following “Code of Ethics for
Professional Teachers.”

PREAMBLE

Teachers are duly licensed professional competence. In the practice of

ethical and moral principles, standards and values.

ARTICLE I

xxxv
 SCOPE AND LIMITATIONS

Section 1. The Philippine's constitution provide that all education

institutions shall offer quality education for all Filipino citizens, a vision that
requires professionally competent teachers committed to its full realization. The
provision of this Code shall apply, therefore, to all teachers in all the Philippines.

Section 2. This code covers all public and private school teachers in all
education institution as the preschool, primary, elementary and secondary levels
whether academic, vocational, special, technical and non-formal. The term
persons performing supervisory and or administrative the aforesaid levels,
whether in full-time or part-time basis.

ARTICLE II

THE TEACHER AND THE STATE

Section 1. The school are the members of the citizen of the state, each
teacher is the trustee of the cultural and educational heritage of the nation under
obligation to transmit to learner such heritage as well as to the constitution and
respect for all duly constituted authorities, and promote obedience of the laws of
the state.

Section 2. Every teacher or school official shall actively help carry out to
declared policies of the state, and shall take an oath this effect.

Section 3. In the interest of the state and of the Filipino people as much
as of his own, every teacher shall physically, mentally and morally fit.

xxxvi
 Section 4. Every teacher shall possess and actualizes full commitment
and devotion to duty.

xxxvii
 Section 5. The teacher shall not engage in the promotion of any political,
religious or other partisan interest and shall not direct or indirectly solicit, require,
collect or receive any money, services and other valuable material from any
person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other
constitution rights and responsibilities.

Section 7. A teacher shall not use his position or official authority or

influence to coerce any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have
the privilege of sharing the product of his research and investigations, provided
that, if the results are inimical to the declared policies of the state, they shall be
drowning to the proper authorities for appropriate remedial action.

ARTICLE III

THE TEACHER AND THE COMMUNITY

Section 1. A teacher is the facilitator of learning and the development of

youth, he shall therefore render the best service by providing an environment
conductive so much learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively

participate in community movements for moral, educational, economic and civic
betterment.

Section 3. Every teacher shall merit reasonable recognition for when

purpose he shall behave with honor and dignity at all times and refrain from such
activities and gambling, smoking, drunkenness and other exercises, much less

xxxviii
illicit relations.

Section 4. Every teacher shall live for and with the community and shall
therefore study and understand local customs and traditions in order to have a
sympathetic attitude, therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the
community informed about school's work and accomplishments as well as its
needs and problems.

Section 6. Every teacher is an intellectual leader in the community

especially in the barangay and shall welcome the opportunity to provide such
leadership when needed to extend counseling services, as appropriate and to
actively be involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant

personal and official relations with other professional, with government officials
and with the people, individually or collectively.

Section 8. A teacher possesses freedom to attend church and worship,

as appropriate, but shall not use his position and shall influence to proselyte
others.

xxxix
 ARTICLE IV

THE TEACHER AND THE PROFESSIONAL

Section 1. Every teacher shall actively help ensure that teaching as a

noblest and shall manifest enthusiasm and pride in teaching as a calling.

Section 2. Every teacher shall uphold the highest possible standards of

quality education shall make the best preparation for the career of teaching and
shall be at his best at all times in the practice of his profession.

Section 3. Every teacher shall participate in continuing professional

education (CPE) program of the Professional Regulation, enhance to prestige of
the professions and strengthens his competence, virtues and productivity in order
to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duty authorized, to seek support for
the school but shall not make improper misinterpretation through personal
advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner

that makes a dignified means for earning a decent living.

ARTICLE V

THE TEACHER AND THE TEACHING COMMUNITY

Section 1. Teacher shall, all times, be imbued with the spirit of

professional loyalty, mutual confidence and faith and one another, self-sacrifice
for the common good and full cooperation with colleagues. When the best

xl
interest of the learners, the school, or the profession is at stake in any
controversy, teacher shall support one another.

Section 2. A teacher is not entitled to claim for work not his own and shall
give due credit fort the work of others which he may use.

Section 3. Before living his position, a teacher shall recognize and leave
to his successors such record and other data as are necessary to carry on the
work.

Section 4. A teacher shall hold inviolate all confidential information

concerning associate and the school, and shall not divulge to any one document,
which have not yet been officially, released or removed records from files without
official permission.

Section 5. It shall be the responsibility of every teacher to seek

correctiveness for what may appear to be an unprofessional and unethical
conduct of any associate. This may be done only if there is incontrovertible
evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable

criticism against an associate, preferably in writing violating any right of the
individual concerned.

Section 7. A teacher may apply vacant position for which he is qualified,

provided that he respects the system of selection on the basis of merit and
competence, provided, further, that all qualified candidates are given the
opportunity to be considered

xli
 ARTICLE VI

THE TEACHER AND THE HIGHER AUTHORITIES

IN THE PHILIPPINES

Section 1. A teacher shall make it his duty to make an honest effort to

understand and support the legitimate policies of the school and the
administration regardless of professional feeling or private opinion and shall
faithfully carry them out.

Section 2. A teacher shall not make any false acquisition or charges

against superiors, especially under anonymity. However, if there are valid
charges. He should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels

except when special conditions warrant a different procedure, such as when
reforms are advocated but are opposed by the immediate superior, in which case
teachers shall appeal directly to the appropriate higher authority.

Section 4. A teacher individually or as part of a group, has the right to

seek redness against injustice and discrimination and, to the extent possible shall
raise his grievance within democratic processes. In doing so, he shall avoid
jeopardizing the interest and welfare of the learners whose right to learn must be
respected.

Section 5. A teacher has a right to invoke the principle that appointments,

promotes and transfers of teachers are made on the basis of merit in the interest
of the service.

xlii
 Section 6. A teacher who accepts a position assumes a contractual
obligation to live up to his contract, assuming full knowledge of the employment
terms and condition.

ARTICLE VII

SCHOOL OFFICIALS, TEACHERS AND

OTHER PERSONNEL

Section 1. School officials shall at all times show professional courtesy,

helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration,
responsible leadership and enlightened direction.

Section 2. School official, teachers, and other school personnel shall

consider it their cooperative responsibility to formulate policies or introduce
important changes in the system at all levels.

Section 3. School official shall encourage and attend to the professional

growth of all teachers under them such as recommending them for promotion,
giving them due recognition for meritorious performance and allowing them to
participate in conferences and training programs.

ARTICLE VIII

THE TEACHER AND LEARNERS

Section 1. A teacher has the right and duty to determine the academic
marks and the promotion of learners in the subjects they handle. Such
determination shall be in accordance with generally accepted producer and

xliii
evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate action, observing the process.

Section 2. A teacher shall recognize that the interest and welfare of

learners are his first and foremost concern, and shall handle each learner justify
and impartially.

Section3. Undergo no circumstance shall a teacher prejudiced nor

discriminatory against learner.

Section 4. A teacher shall not accept favors or gifts from the learners,
their parents or others in their behalf in exchange for requested concessions,
especially in undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any

remuneration from tutorials other than what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner's work on

merit and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love

develop between teacher and learner, the teacher shall exercise utmost
professional discretion to an old scandal, gossip and preferential treatment of the
learner.

Section 8. A teacher shall not inflict corporal punishment on offending

learners nor make deductions from their scholastic ratings as a punishment for
acts which are clearly not manifestations of poor scholarship.

xliv
 Section 9.A teacher shall ensure that conditions contributive to the
maximum development of learners are adequate, and shall extend needed
assistance in preventing or solving learner's problems and difficulties.

ARTICLE IX

THE TEACHER AND PARENTS

Section 1. A teacher shall establish cordial relation with parents and shall
conduct himself to merit their confidence and respect.

Section 2.A teacher shall inform parents through proper authorities, of

progress of deficiencies and in seeking parents' cooperation for the proper
guidance and improvement of learners.

ARTICLE X

THE TEACHER AND BUSINESS

Section 1. A teacher has a right to engage, directly or indirectly, in

legitimate income generation, provided that it does not relate to or adversely
affect his work.

Section 2. A teacher shall maintain a good reputation with respect

financial matter such as in settlement of just debt, loans and other financial
affairs.

xlv
 Section 3. No teacher shall act, directly or indirectly or agent or be
beneficially interested in, any commercial ventures which furnish textbooks and
other school commodities in the purchase and disposal of which he can relate to
such purchase and disposal, provided that such be in accordance with existing
regulations.

ARTICLE XI

THE TEACHER AS PERSON

Section 1. A teacher shall live with dignity in all places and all times.

Section 2. A teacher shall place premium upon self-respect and self-

disciplined as the principal of personal behavior in all relationships with others in
all situations.

Section 3. A teacher shall maintain at all times a dignified personality,

which could serve as model worthy of emulation's by learners, peers and others.

Section 4. A teacher shall always recognize the Almighty God as

Supreme Being as guide of his destiny and of the destinies of men and nations.

ARTICLE XII

DISCIPLINARY ACTION

Section 1. Any violation of this Code shall be sufficient ground for the
imposition against the erring of disciplinary action consisting revocation of his
Certificate of Registration and Licensed as Professional Teacher, suspension

xlvi
from the practice of the teaching profession, reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III or R.A No.
836 and under Rule 31, Article XIII, of the Rules and Regulations Implementing
No. 7836.

ARTICLE XIII

EFFECTIVITY

Section 1. This Code shall be approved by the Professional Regulation

Commission and shall take effect sixty (60) days following its participation in the
Official Gazette or any newspaper of general circulation, whichever is earlier.
Done in the City of Manila 11th day of November 19.

Human Rights Concepts in Student Teaching

Very soon we will become full-pledge teachers. Throughout the past years
of my teaching education, what and how will I teach have been brought into my
major focus. By now, you must acquire an insight into what lies ahead of you. At
this point in time, you will actually apply what you have learned. With assistance
of your supervising teacher, you are to guide the young boys and young girls on
how to learn.

The need for education for the Filipino is crucial. As a prospective teacher,
dress to yourself the trust of educating young men and women who can think,
speak and act as a Filipino do-proud of their nationality identity. Instill in them the
image of God, country and fellowmen. Make them aware of their social
responsibilities, which they should correspond, to their respective rights and
privileges. There is much that you can share by the example by this present day
as of the nation building, which can be indelible.

xlvii
 The youngsters, with whom you work, look upon you as their guide for a
better development. In the process, therefore, of helping young students how to
learn, it is also necessary that you bring meaning and direction to their respective
life.

RESPECT of HUMAN DIGNITY and WORTH

Start with the wholesome human relation. Your successes in teaching will
greatly depend on how to get along with your students whose dignity and worth
are your moral responsibilities and obligations.

You are highly considered as behavior model, as classroom manager, a

facilitator of learning, an agent of social change, a counselor and prospective
member of the professions imbued with integrity and sound moral character.

What about their habits in class? How do they stand when called to recite?
Do they have a mannerism that is obvious or favorite expressions that are
unpleasant? You can be certain that there is much to be unlearned.

Often, you hear “practice makes perfect”. Perfection is not necessarily the
outcome of practice; unless the practice is really correct, hence, teach your
student correct study and skills.

Underlying the acquisition of knowledge and development of skills is

character building, which is deeply rooted in spiritual and moral values. When
you talk of love, respect, trust, honesty, cooperation and consideration for the
rights of others, such virtue are not to be paid lip service. They should be
internalized and lived by. Character education is better caught than taught. Your
role as behavior model cannot be over-emphasized. Set an example in what you
teach.

xlviii
 Understanding Yourself

The task before you is a big order. It acquires a stock of you. You will be
equal to the challenge if you understand yourself well and feel about others. How
you think of yourself, others and around you will largely determine the quality and
length of service you can offer. Do you like company of people? Are you ready to
extend a helping hand to those in need? Indeed, your job requires an investment
of effort, time, competence and human resource development.

Understanding Others

Very often adults including teachers were young in their own perspectives.
Their expectancies from the growing young men and women are very much
influenced by their perceptions, values and standards. Usually teachers forget
that they were young once. Such that, the difference of age and experience can
create a gap that will lead teacher’s judgment to be one-sided or myopic.

As a beginner teacher, develop in you the sympathy and empathy for the
growth and development you have been entrusted to look into. Exert effort in
understanding the needs of young people. From time to time, feel how it is to be
in their own predicament. Bear in mind too, that things do not happened without a
cause. Consider that for every type of behavior, there must be a reason for
exhibiting it.

In your hands, lies the future of these young men and women whom our
national development could depend on. Instill in them courtesy and respect to
others with you as their shining example.

xlix
 The Right to Quality Education Shall Be Inspired

It may amaze you to know that many teachers out of enthusiasm, teach
their respective students a lot of things but tend to overlook the most basic of
what is ought to be learned... and that is on how to live. Your great responsibility
as a teacher is to fit the growing citizens directly to their specific activities in life.
With this aim, it is imperative that you develop in them intelligent thinking,
effective communication and correct performance with spiritual and moral values
as foundation.

Try to recall how you were taught. Perhaps the trees were more of what
you think than how you think. A great deal of learning process probably involved
memorization as you need in order to learn. But you make sure that you
understand what you commit to memorize.

Life is not a decision making from time to time, we are faced with problem
solving situations. It becomes necessary therefore; those under your guidance
should learn to think reflectively. Develop the ability to answer questions “why”
and “how”. Create classroom opportunities that will acquire and then discuss and
prove what they know. Teaching is providing, discovering, analyzing and
examining. Arouse in the students the curiosity and interest to investigate. Can
they say the real meaning of “nothing happens without a cause?” Can they
identify “the effects of consequences of other effects?”

It is said that “Knowledge is Power.” This is only however when knowledge

is applied. When the student learns to apply what they know to real life situations
and they realize the value of acquired knowledge.

Your students too, need to develop their communication skills, with your
assistance. They can become proficient and be able to express themselves

l
clearly and effective. Give them chance to articulate their ideas in class. Ask
them questions within their level of understanding. Let them answer you in
complete sentence. Provide motivations that lead to share their experiences in
class. The students should be encouraged to speak and open up their ideas in
mind. This can be made possible if they are given the opportunity to be heard.

Correct performance is another area of competence that has to be

seriously looked into. In any life activity, doing the right way is a must. Observed
how your students do things that have something to do with their daily routine.
You can be pretty sure; a number of their practices need correction. What about
their written work? Look at their penmanship, is it eligible? Do they observe
neatness, margin, indention, capitalization brought about by a need? On the
other hand, it is also possible that a student may not clearly understand how he
behaved and he may not even realize the consequences of what he does. It is
therefore our role as a teacher to help him understand himself.

Provide for Individual Differences

Have a closer look to your class. The students before you are of a rent
dimensions and life destination. All of them have a potential which property
tapped can go far their lives. The member of your class is appropriately
described, thus;

All are struggling for self-esteem and for discovery of which they are and
they become. You can become an important part of their lives for experiencing
painful and joyful quest for growth and self-discovery.

The interest needs, motives and values of learner’s, your charge is as

diverse as they are personal appearances. How to manage through your
guidance requires ingenuity.

li
 You have other resources but accent your students as they are. Each
learner comes your way as unique person possessed of knowledge and skills
and attitudes different from others. What may be true to one may not be true to
other members of the class. Some will require a considerable degree of
understanding, be as difficult to guide and teach. No matter what is your student
social status in life, give the respect, courtesy and recognition that he or she
deserves.

For that matter, the scenario of your classroom must be human relation
that will be best. A classroom that has permissive support and compassionate is
conductive to learning and character formation. Help your students formulate and
attain success by having your standards in the class realistic. Some of your
students learn in one way. Others do in another way. Consider their mistakes as
integral part of learning process. When your students fail to meet what is
expected from them, let them understand the purpose. Your criticism should offer
alternatives to achieved what is right. When you correct things, do not be too
personal instead be professional in dealing with corrections.

Make your students’ feel important. Give them sense of recognition.

Create equal opportunities to express their individuality. Call them to recite. Let
them share their personal experiences and ideas. You may not agree to what
your students may say but respect their right to speak. Their opinion may be
good as others. This action will encourage your students to come out of their
shell. Be a good listener.

Viewing the Students Differently

The term “Students “, has two connotations. First, he is somebody to help

and Secondly, he is somebody to be left alone and castigated as the situations

lii
warrant. The former views him as one with certain assets that needs to be
developed and with particular weakness that must be overcome. On the other
hand, the latter combines the laissez fair approach with the traditional viewpoint.
In here, the teachers are not concerned with promoting the students but instead
he is punishing him for every mistake committed.

Psychologist believes that every student should be treated with genuine

outmost concern. He is then like a clay that has to be shaped with great tender
love and care, under an affectionate and humanistic character of a teacher. His
potentials could be transformed into the realities and how fortunate are those
who have been placed under the tutelage of such king teacher.

Specific Learning Activities

It is the duty of the teacher to know the problems of students physically

and psychologically, these factors will greatly affect the ability of the students to
grasp the lesson that was being tackled. There’s a basic way in dealing with
these kinds of cases.
Specific learning disabilities means a disorder in one or more of the basis
manifest itself in an imperfect ability to listen, think, speak, write, spell or do
mathematical calculations. The abilities are hindrance of learning and teacher
should know how to handle these cases.

All students with problem are benefits with patience teachers who are;
 Allow them to progress to their own pace
 Regularly gave them moral support
 Help them evaluate their progress
 Offer ideas on how to improve their performance

All children need reliable feedback to reinforce their self-concept of

liii
strength and weaknesses.

The following are the technique that may be helpful in teaching children
who have specific learning disabilities:

A. using short sentences

B. when giving directions
B.1. be specific
B.2. give one direction at a time
B.3. review direction exactly the same each time
B.4. speak slowly
B.5. ask target child review direction as he or she understand them
or not to your questions reviewing directions.
C. use nonverbal cues, such as gestures
D. make intensive use of simple visual tactile and manipulate
materials to reinforce concepts
E. prepare children to listen to important information
F. wait longer for response don’t pressure the child to give response
before he is ready
G. discourage impulsive response by preceding your questions or
directions with confirmations that you will wait
H. use voice inflection and dynamic to dramatize, get attention, peak,
interest, motivate
I. keep procedures consistent
J. structure independent and small work group
J.1. confine too clearly delineated work area
J.2. limit choices and have materials prepare at hand when
group arrived
J.3. in individualized learning situations , make use of audio
visual aids, such as tape recorder or VCD player
K. avoid distracting or irrelevant verbal interaction while child is at

liv
work
K.1. I use simple approach that may be too complex for a
perpetually handicapped child handle
K.2. limit number to be used
K.3. reduce of number of orientation
K.4. provide extra time for response on all and response or
ecotype activities
K.5. simplify language and articulation in songs and chart to
a level that targets child can handle
K.6. select visual materials with care, thus visuals should be
large or big.

lv
lvi
 HISTORICAL PERSPECTIVE OF STA. ANA NATIONAL HIGH SCHOOL

The Sta. Ana Community saw the birth of Davao City National High

School- Sta. Ana Branch in the year 1976.The newly established school, an

annex of the Davao City National High School then, was the answer to the

prayers of the community to the long-awaited free basic secondary educational

institution that will cater the graduates of the already growing population of the

nearby barangays surrounding the school.

It served as another venue that will nurture the inherent vigor, enthusiasm

and idealism of the Davaoeño youth, as it inspires the potential Filipino youth in

the community to develop and hone their skills through meaningful learning that

would propel them to plan and frame their future towards becoming responsible

citizens who are eager to contribute toward apparent national development that

would pave its way in creating globally competitive citizen youth imbued with

spiritual, moral, social, cultural and environmental ideas.

At the onset of the school's creation, the School Principal of Sta. Ana

lvii
Central Elementary School (SACES), Mr. Jose G. Barbaton, was tasked to assist

the Davao City National High School Principal in the management of the said

Annex Campus.

Its operation actually started in July of 1976, with eight (8) full time

teachers and six (6) part-time teachers who were responsible in the provision of

the basic secondary education to two hundred seventy-one (271) enrollees, and

who respectively were placed in five (5) sections in the First Year level, and

another section in the Second Year Level.

The school year 1977-1978 was considered to be the most challenging

year when the number of enrollees increased from 271 to 860 with the same

facilities and the same number of teachers, which prompted the management to

place 60 or more students in a class. The said situation apparently posed a

disadvantage in the teaching and learning process, but with the effective

camaraderie and management of the pioneering leaders and teachers, the

school was able to survive from such ordeal.

It was on that school year when a School In-charge was designated in the

person of Miss Mari Stella Ceballos. There were also ten (10) good-hearted

teachers who accepted the challenge of becoming teachers for charity.

The first graduation rites took place on March 27, 1979 with 99 graduates.

The commencement speaker then was Atty. Jacinto T. Rubillar. It was on that

occasion the elected officers of the first alumni association were also inducted

into office.

A year after, Mrs. Mari Stella Ceballos retired, and was replaced by Mr.

lviii
Roberto M. De Guzman, then Head Teacher of Tambongon and Bangoy

Barangay High Schools. It was during his administration when Curriculum and

Deparment Heads were designated.

A chain of movements among principals happened the next few years.

Mrs. Lilia A. Espero replaced Mr. Roberto M. De Guzman. With the continuous

growth of the population, she introduced the second shift program for First and

Second Year levels. She was then replaced by Mrs. Lydia U. Advincula who

continued the program and who appointed heads in the afternoon sessions.

In 1991, Mrs. ROsalina Zerna was appointed as the School Principal. She

served the office for three years. It was during her management that an Annex

Campus of SANHS at Trading Boulevard was established, as caused by the

limited land area of the school and constant yearly increase in the number of

enrollees. Mr. Generoso G. Able, was then the Annex Officer In-charge.

Mrs. Evelyn P. Mangaron assumed the said office in 1993. She excellently

managed the school for five (5) years.

It was during her management when appointments of new teachers were

made to answer to the shortage of educators due to the fast increasing student

population. With her good managerial skills, she was able to get the active

support of the PTA, the Faculty Club, the Schools Division Superintendent of

Davao City and the Local Government of Davao City. Her good rapport with the

DepEd and the Local Government resulted to the execution of a Usufruct

Agreement over the 1,441 square meters area of the City Government property

along Guerrero Street this city, where the 9.2 million worth of a two-storey

lix
building with 18 classrooms, presently stand and accommodate the teachers and

students of the Fourth Year Level.

The students’ population continued to increase one school year after the

other, hence a two-storey building was constructed in the school’s main campus

along Suazo St., this city, during the time of Mrs. Lucena A. Sarmiento, its School

Principal, with the help of Mr. Dionisio Abitong, the Schools Division

Superintendent.

Mrs. Sarmiento retired from government service in 2002. In order to

continue the school’s management, Mrs. Leticia C. Magaoay, Head Teacher VI,

Marietta A. Muñez, Ed.D., and Divina H. Solis Ed.D., were designated to

temporarily lead the school’s day-to-day operation.

On February 19, 2003, Mrs. Channette D. Cadiente, with a Principal IV

status was appointed as the school’s new principal. She may have been the

principal who stayed for the shortest period in this institution as she was

promoted to an Education Program Supervisor I, months after her appointment,

but her leadership with utmost concern for the development of the students, the

teachers, and the community, triggered SANHS to covet the prestigious

recognition of being the winner in the Regional Level of the first Brigada Eskwela

Implementation, in 2003.

Mrs. Trifona Adipen Pincipal IV from Doňa Carmen Deňa National High

School reported for duty on October 23, 2003 filling in the vacated position. It

was during her time when the school’s first three-storey building was constructed.

When she retired, Mr. Ruben A. Botohan and Mr. Castulo N. Calayca, took

lx
change of the school while waiting for the new principal. It was at this time that

the first graduates celebrated their silver anniversary through a Grand Alumni

Homecoming on December 30, 2004.

On January 3, 2005, Mrs. Erlinda L. Tatua, Principal IV from F. Bangoy

National High School became the new principal of Sta. Ana National High School

as per order from Dr. Gloria P. Labor, Schools Division Superintendent. It was

through her leadership that additional Head Teachers Positions were created for

the different learning areas. The alignment of assignments for Head Teachers,

Master Teachers and Curriculum Heads were also sternly implemented.

Mr. George N. Wong, Principal IV, succeeded Mrs. Erlinda L. Tuala in

2007. Under his five-year leadership, the SANHS was given two storey-building

by the Australian Government through Basic Education Assistance for Mindanao

(BEAM) Program and his request for additional three-storey buildings by the

DPWH, was approved. It was during his time also when SANHS was in the

limelight as it implemented the Special Program for the Arts which paved the way

to numerous awards in the field of performing arts and academic competitions;

and again was also able to garner the 5 th place in the Regional Level Big School

Category during the Brigada Eskwela 2011.

A Division wide reshuffling of assignments of School Heads was

implemented as provided under a DepEd Memorandum, thus Mrs. Victorina B.

Jacinto, the Principal of Davao City National High School, bravely took the

challenge of embracing a new environment to lead, which apparently displayed

her well-rounded personality as a leader.

lxi
 On September 3, 2012, the principal with humble beginnings and who was

hailed as the Most Outstanding Secondary School Principal in the Division of

Davao City in 2003, was cordially welcomed by the teachers, parents and

students of SANHS as their 11 th School Principal. Under her present leadership,

the two unit three-storey classroom buildings are constructed to ease the

congestion caused by the rampant growth of the students’ population.

The school has continued to embed its name not only locally but nationally

as it carries on to be the recipient of prestigious awards coveted by the students

whose skills and competencies were apparently honed through the collaborative

determination of the School Head, PTCA, the Local Government of Davao City

and other education stakeholders in the community, to mold every student into

holistically developed individuals.

These legendary accomplishments which are founded on the collaborative

actions among the education stakeholders in this school community will continue

to soar high as the concrete foundation of cooperation has embedded in every

heart of all the individuals who made up this community of stakeholders, for the

continuous attainment of the school’s vision, mission, and goal.

lxii
 SCHOOL PROFILE

Sta. Ana National High School is situated in the heart of the City where

neighboring elementary schools like Sta. Ana Central Elementary School, Garcia

Elementary School, Roxas Elementary School, Quezon Elementary School and

other Elementary Schools in Agdao area, serve as feeders to its growing

population. Most of its clienteles belong to the low-income working class families

from Piapi-Boulevard, Mini-Forest, Barangay 28-C, Agdao, SIR Matina and other

adjacent barangays who cannot afford to send their children to private schools. A

meager percentage of professional parents make up part of the populace. There

is a high percentage of Muslim enrollees, hence the school is projected to be one

of the Regional Centers to carry out the Secondary ALIVE Curriculum Program.

The school has three (3) campuses to provide shelter to all students. The

main campus is situated along D. Suazo Street, Davao City which is occupied by

the students and teachers of Grade 7 and Grade 9; the office of the School

Head, Administrative Staff, and that of students, and teachers of Grade 8; and

the Guerrero Campus is occupied by the students and teachers of the Fourth

Year.

This institution offers the following curriculum in consonance with the

country’s objective for “Education For All”:

1. K-12 Curriculum for Grade 7, Grade 8, and Grade 9 Levels;

2. Basic Education Curriculum for the Fourth Year Level;

3. Sunday High School Programs; and

lxiii
 4. Alternative Delivery Mode (ADM) Program with

a. Alternative Learning System (ALS) Program;

b. Drop-Out Reduction (DORP) Program;

SCHOOL VISION, MISSION, AND THRUST

VISION

The Sta. Ana National High School envisions to produce holistically

developed individuals, who are imbued with patriotism, humane heart,

knowledge, and excellent skills that would guide them in utilizing the most of their

inherent multiple intelligences, and with the burning desire to continuously hone

his skills and competencies for the uplift of his life, his family, and that of the

people in the community where he lives.

MISSION

SANHS aims to provide a quality of education that promotes critical and

creative thinking; a broadened scientific and technological knowledge that

encourages academic excellence, and fosters collaborative actions of all

community education stakeholders to empower its clienteles to achieve their best

decisions when exposed to the real world that is characterized with the widest of

choices for the improvement of one’s over-all-well-being.

lxiv
 THRUST

The SANHS school community is governed by the following thrust:

 Being true and honest;

 Being free and responsible;

 Being equitable and productive; and

 Being globally competitive.

lxv
STA. ANA NATIONAL HIGH SCHOOL
ORGANIZATIONAL CHART

lxvi
STA. ANA NATIONAL HIGH SCHOOL
SCHOOL MAP

lxvii
lxviii
lxix
 Lesson Plan

In making lesson plan there are factors that we need to consider. Like on

how it will deliver to our Learners also, the ability of the students on how they can

easily learn from the discussion. We must observe on how we as teachers can

deliver well the topic to our learner. We must know the capability of our learners

in giving such activity that suits to their capability to do the task.

I encounter some problems during making lesson plan. First, on how i will

deliver my topic in easiest way that the learners can understand my discussion

well by using some strategies approaches during the session. Also, on the

problem was the activities that I want them to do was not able to perform the

reason why my Lesson plan was not attainable sometimes.

I improved my lesson plan by observing time allotment and making sure

that all i want to do from the class during the discussion was being done well.

And by planning well on how i will deliver my topic to my learners that they can

easily understand.

Yes, because there are factors that i did not expected during my

discussion. Like, the environment, learners attitude, instead of discussing and

your entire plan you want to do but i do not have a choice but to fix everything

first before i will discuss. The reason why it shortens my time to discuss and i

need to make another plan to deliver my topic the best that i can do.

Some teachers said that even without the lesson plan they could teach.

Yes, they can teach but there will be no organization from the lesson to the

learners because you did not plan your discussion. I already experienced that i

lxx
teach without lesson plan and i can say there is no proper aim you want to be

attain from the discussion.

By suggesting what will be the best activities and strategy we use during

discussion. Especially when the times that my CT was busy i really did my best to

help myself to think what are those strategies i want to use that may help to my

learners to improve their academic performance especially in Mapeh subject.

lxxi
 Instructional Materials

The traditional one i usually use because it is easier for me to use during

my discussion. I make sure that the font, size, color of the papers is good to see

and the last person at the back can see it. However, in my SPA class MEDIA

ARTS, power presentation was my instructional materials because the topic or

the field of media arts was more on videos and the traditional one will be difficult

for me to use it during my discussion.

During my SPA class Media Arts, sometimes the files are being corrupted

and the computer did not read the files that i want to use in my discussion. In

addition, the availability of the computer laboratory because there are times the

laboratory was use for some meetings and demo teaching by another class.

I always use instructional materials during my discussion and giving

activity to my learners. Especially during activity, i always write all my instructions

to the Manila paper so that everyone will know the rules of the activity. And it can

help to lessen the time in giving instructions and by writing your instructions of

your activity everyone can access from the activity.

From my discussion and activity because it is very helpful for me to

deliver my topic with the help of my instructional materials. Because i do believe

that even you are good in teaching, but you do not have instructional materials

during discussion it was useless. Not all your idea will retain to the mind of your

students because you are just discussing without using instructional materials.

As future educator, we must be creative enough when it comes to our

instructional materials because this is very helpful to us in our discussion. In

lxxii
addition, we must observe some factors in making instructional materials. Like,

everyone should appreciate your visual aids and we must observe the font, size,

color making visual aids because too much light color and fewer fonts of the

letters may affect the attention of the learners during the discussion.

Lack of interest to do such things like those that school works is one of the most

reasons why some students are not motivated to their task. They prefer to do

things that they have most interested. As a teacher, you must find a way to catch

their attention also motivates the students to participate the class. Like, relate

your lessons from real life situation by giving examples, get ideas from the

students who are always being quite from the class because these students

usually are not motivated from the class.

lxxiii
 Assessment

We must always consider the capacity of the learning of the

learners in giving assessment. In addition, the time will consume during the

assessment make sure that it will not affect to your other activities. Lastly, in

giving assessment we make sure our learners already understand the topic. I do

prefer use performance assessment because in Mapeh requires performance to

the learners in order to measures their learning from the discussion i often give

summative assessment to my learners.

I encounter some problems during giving assessment. Like there are

some students that we cannot deny that cheating is always there. But as a

teacher we must knowledgeable enough on how to prevent it. Like making

questionnaire Type A, B, C or giving minus points to those students caught

cheating.

By giving fair questions that the slow to advanced can answer equally.

Example for that the performance task this is one way of giving assessment that

everyone has the equal access to the activity and it only depends to the learners

on how they become creative.

As a future educator we must consider that our learners do not have equal

capacity of learning. For that we must always observe equal giving assessment

that everyone can access.

lxxiv
 Classroom Management

The students usually behave during discussion because i always have the

rules that if i caught them talking to their seatmate i will give minus points. In such

way they will become behave and listen to my discussion and more participative in

the class.

When I enter the class, the first thing i do was to check the cleanliness of the

classroom. The row that has much garbage will be deducted points from the given

activity. Second was the unnecessary doings of my students during my discussion. I

always make sure that everyone will be attentive from the class while I’m having my

discussion by reminding them that the one who will make noise will be given the

question and answer it directly.

I can say that my cooperating teacher was very strict and she makes sure that

her students will participate from the class. That was the one of the character of my

cooperating teacher for being strict i apply when i enter the classroom. It was

effective because all of my students participate in the class.

When the time that i give them an activity like dramatization. It tested my

patience because the noise of the students i can’t manage everyone was shouting

and give cheering to the performer. What i did i stop my activity for a moment and

instruct them to go back to their respective area and remind them that the one who

will make a noise will be deducted points by group.

I always make sure that their chairs were aligning in front of them and to their

side. Also, the room must be clean and i don’t want to see any garbage on the floor

and my learners must have proper grooming like wearing complete uniform. In this

lxxv
case i can say that it helps to my students to discipline their self because this is also

for their own good.

Entry Routine is a technique in which teachers establish a consistent, daily

routine that begins as soon as students enter the classroom—preparing learning

materials, making seat assignments, passing in homework, or doing a brief physical

“warm-up” activity would all be examples of entry routines. This technique can avoid

the disorder and squandered time that can characterize the beginning of a class

period. This is one of my strategies I apply to maintain the good ambiance in the

classroom.

lxxvi
 The Learning Environment

Learning environment refers to the diverse physical locations, contexts,

and cultures in which students learn. Since students may learn in a wide variety

of settings, such as outside-of-school locations and outdoor environments, the

term is often used as a more accurate or preferred alternative to classroom,

which has more limited and traditional connotations—a room with rows of desks

and a chalkboard.

I like her the way she disciplined the students because it help to them to

be a good person. When the times she give instruction, routines and imposed

rules it was all run good because of her attitude of being authoritarian but in a

good way that can help the students to be disciplined enough.

. The teacher will make sure that everyone will access from the class and

have respect to one another. Every child has the right to learn more as a teacher

we must help them to learn more mold their mind to be a good person. The

school has the responsibility to support the needs of the child and must protect

the right of the child from any harm. Because the qualities and characteristics of

a learning environment are determined by a wide variety of factors, school

policies, governance structures, and other features may also be considered

elements of a “learning environment.”Educators may also argue that learning

environments have both a direct and indirect influence on student learning,

including their engagement in what is being taught, their motivation to learn, and

their sense of well-being, belonging, and personal safety.

lxxvii
 Self-Evaluation

Teaching is the tool that you mold the mind of the students to become a

better person and help them to learn more in the different field of subjects. I am

very happy when the time I teach my students and have the positive output like

my objectives of my discussion was being utilize. Although there are some major

problems that I encounter like when some students are using their phones,

talking to their seatmates, sleeping, eating. As a teacher I don’t to tolerate that

kind of attitude of my students, what I did I directly call their attention and if they

are not interested to listen to my discussion the door is open for them to leave

but I was thankful because instead they will go outside they participate to my

discussion.

A lot of things I consulted to my cooperating teacher like how I would

handle those kinds of attitude of my students, what are best things to do to

maximize the unnecessary doings of my students during my discussion. I was

very thankful because she gave me some tips how to handle it. After I encounter

all this problem it helps me to develop my strengths ang facing problems in the

classroom. As a future educator it is very important to me to grow up from the

things that I was not able to fulfill. Teaching is a passion it is the willingness of the

person to give so much effort to share her knowledge to the future of the nation.

Through teaching you are giving your heart to the serve your school and to mold

the mind of the students to become a better person.

lxxviii
lxxix
 The Unmotivated Student

A motivational problem is not always easy to define, although teachers usually

have no trouble recognizing it: The unmotivated student is the one whose attitude

toward schoolwork screams, I don’t Care!

Lack of interest to do such things like school works is one of the most reasons

why some students are not motivated to their task. They prefer to do things that

they have most interested. As a teacher, you must find a way to catch their

attention also motivates the students to participate the class. Like, relate your

lessons from real life situation by giving examples, get ideas from the students

who are always being quite from the class because these students usually are

not motivated from the class.

Second. Expand you teaching styles to spark interest. In this case engage your

students from your discussion; teacher must practice the student-centered

strategy. Always find a way that all your students must cooperate from the class

and no one will leave behind.

Third, focus on the students’ individual progress rather than on his

performance in relation to his peers. Teacher will always cater each of his/her

students. Each of them he/she must know the weakness of the students. Tutoring

and traditional mentoring programs are only effective if a student wants to take

advantage of them. An alarming number of unmotivated, underperforming

elementary and middle school children are not willing to do so.

According to Hidi et.al (2016) interests and goals have been identified as two

lxxx
important motivational variables that impact individuals' academic performances,

yet little is known about how best to utilize these variables to enhance children’s'

learning. We first review recent developments in the two areas and then examine

the connection between interests and goals. We argue that the polarization of

situational and individual interest, extrinsic and intrinsic motivation, and

performance and mastery goals must be reconsidered. In addition, although we

acknowledge the positive effects of individual interest, intrinsic motivation, and

the adoption of mastery goals, we urge educators and researchers to recognize

the potential additional benefits of externally triggered situational interest,

extrinsic motivation, and performance goals. Only by dealing with the

multidimensional nature of motivational forces will we be able to help our

academically unmotivated children.

Piaget and Vygotsky’s theories on motivation have been examined and

applied to classrooms all over the world. However, their views concerning

motivation are extremely different from one another because Vygotsky believes

in extrinsic motivation for children, while Piaget pushes intrinsic motivation.

Although each motivation has its strong points, they also falter in several places

and should be revaluated before being used in a classroom. If used correctly,

these theories can pertain to classrooms without regards to domain by examining

both methods of motivation and their proper means of application. In this case

motivation coming from the teachers is much important to be imposed to the

students because it can raise their self confidence communicate others and not

to be unmotivated students.

lxxxi
 Teachers must be ready, willing, and able to focus primarily on motivation.

Many valuable supplemental educational and social programs are available. But

classroom learning, and supplemental programs will have greatly diminished

value (or become completely valueless) if students are ambivalent or unwilling to

participate. Unmotivated students are unlikely to embrace classroom learning or

participate in tutoring, homework help, or traditional mentoring programs.

As a future educator has a big responsibility to our future learners to be

motivated enough to learn. We have the responsibility to boost their self

confidence to do their task and be more participated from the class. We should

know as future educator the weakness of our students in order for us to lift their

confidence and also, we should know their strength to develop it order for them

to become a motivated student and can participate in the class correctly. Student

motivation is a very important part of a learning process in a classroom.

Motivation is needed to make classes interesting in order for students to have a

good learning environment, which will facilitate their learning overall. Classroom

teaching can best be accomplished -- and sometimes can only be accomplished

-- if a student is willing to be taught

Shore (2017), UnmotivatedStudent.

http://www.educationworld.com/a_curr/shore/shore060.shtml. Last updated

2/6/2017

lxxxii
 Stop Bullying Before It Starts!

Bullying is no longer seen as the norm in the school or the community at

large, and prevention has become the name of the game. Included: Poor and

good solutions to bullying. Bullying is much problem in our society. Those

children who have been victim of bullying much need of attention especially from

their parents, friends most importantly from their teacher.

If you stop an incident of bullying, separate the children involved and

gather all of the facts and what may have led to the situation – you may even find

that it wasn’t bullying that occurred – and offer your support to all students

involved in the situation. This means supporting both the victim and the

aggressor. Allow them both to understand why the situation occurred and offer

them guidance and alternatives so they can prevent it from happening again.

The teacher must first tolerate the mind of the learners to be a good

person and not to be bully. By tolerating the mind of the learners to be aware

consequences if they bullied their fellow learners must a good example to lessen

the problem in our society the bully. I think it is a nature nowadays to bully, we as

a teacher has the biggest responsibility to mold the mind of the learners to a

good person. This is the one way of how to stop the bully in the community or

shall we say not to be stop but to be lessen.

Bully is legal issue; some parents wants to protect their children from

lxxxiii
bullying. The government must have imposed the laws that can punish those

people who are very active in bullying children. But how it can be punished if the

bully are children also? we as teacher must be part of this issue are the one who

can teach the children in their young age to have a respect from others. It can

lessen the problem bullying if we cooperate to help students and help the

government to protect the rights of the children to be respect also.

Poor solutions and good solutions to bullying. Bullying strips away a

victim's feeling of safety, leaving the person feeling, at times, totally vulnerable. If

we must take seriously to have the solution to prevent bullying there is a

possibility that it can minimize to use people to bully. Establish a “bullying

prevention plan” in your school and make sure the staffs follow it.

The plan should include what to do if you spot a bullying situation, how to

discipline and handle those that are involved as well as an anonymous system

where students can voice concerns over potential bullying situations to staff

members. All staff members should have to go through a training seminar on

bullying and sign off on the bullying prevention plan in their building. Having

every staff member on the same page is essential for how to handle situations of

bullying in your building.

According to Craig et.al (2001), stated that the research was to examine

the peer processes that occur during bullying episodes on the school playground.

These processes were examined from a social learning perspective, allowing us

to consider the effects of various types of reinforcement among bullies, victims,

lxxxiv
and peers. Fifty-three segments of video tape were examined. Each segment

contained a peer group (two or more peers) that viewed bullying on the school

playground. Peers were coded for actively joining or passively reinforcing the

bully, and for actively intervening on behalf of the victim. On average, four peers

viewed the schoolyard bullying, with a range from two to 14 peers. Averaged

across all episodes, peers spent 54% of their time reinforcing bullies by passively

watching, 21% of their time actively modelling bullies, and 25% of their time

intervening on behalf of victims. Older boys (grades 4–6) were more likely to

actively join with the bully than were younger boys (grades 1–3) and older girls.

Both younger and older girls were more likely to intervene on behalf of victims

than were older boys. The results were interpreted as confirming peers' central

roles in the processes that unfold during playground bullying episodes. We

discuss the results in terms of the challenges posed to peer-led interventions.

Peers' anti-bullying initiatives must be reinforced by simultaneous whole-school

interventions.

As a future educator, this is very a big challenge for me to enter to the

world of teaching because I am not just going to teach but I have the responsible

also to mold the mind of the learners to be a good person. There is possible

among my students had suffer from bullying. As a teacher, I should have the

responsibility to help them to overcome their fear and motivate them.

Sharon Cromwell (2016), Stop Bullying Before It Starts!

http://www.educationworld.com/a_admin/admin/admin117.shtml. Links last updated
12/2/2016

lxxxv
 Student Disorganization

School teachers often find they spend too little time teaching their students

and too much time helping them get organized especially elementary students.

Teacher takes time to organize first before proceeding to the topic. Why?

Because sometimes students who are not organize while teaching can’t help to

them to understand the lesson. The must has the rules to make the learners

organize. Let’s face it, disorganization is often ignored because our instruction

time is already too valuable. I was that teacher once – and let me tell you, I was

doing it all wrong. In reality, disorganization is one of the biggest drains on quality

instruction time, and you can’t afford to avoid it.

Encourage responsibility for bringing materials to class; the teacher will make

sure that the learners must bring materials from the class. In this case the

students will prepare their materials during that night so that on the day of the

class they are prepared to participate the lesson without the hassle of the teacher

to organize the learners. A student's poor organizational skills can easily be

improved by providing a routine and by clearly stating directions and

expectations. Disorganized students often forget homework, have messy desks,

cannot keep track of their materials and have poor time management skills.

Teachers can help these students by providing a structured routine along with

strategies to keep them organized. Use the following tips to help your

disorganized student manage their responsibilities.

Also, the teacher must assign such items as pencils, pens, erasers, and scissors

lxxxvi
easily can be lost in a desk or backpack. You can help students solve the

problem by placing the items in a plastic zippered pouch kept in a binder, box, or

resealable plastic bag. So that the things of the learners will organize and easy

for them to use it. Have students organize their papers in folders like quizzes,

exams, activity to put into a folder. It is a way that the parents also can monitor

the result of the performance of the child in the school.

The classroom environment is influenced by the guidelines established for its

operation, its users, and its physical elements. Teachers often have little control

over issues such as temperature and leaky ceilings, but they greatly influence the

operation of their classrooms. Effective teachers expertly manage and organize

the classroom and expect their students to contribute in a positive and productive

manner. Effective teachers take time in the beginning of the year and especially

on the first day of school to establish classroom management, classroom

organization, and expectations for student behavior.

Martin and Baldwin (1993), stated that classroom management is related

to all teacher actions aimed to establish the simulative learning environment.

Three teachers’ classroom management styles can be distinguished:

interventionist, non-interventionist and interactionist. The purpose of the study is

to examine the relations between teachers’ classroom management styles,

satisfaction with classroom climate and students’ school achievement. Data

analysis shows that both teachers and students are the most satisfied with the

classroom climate which is created by teacher-interactionist. Students’

lxxxvii
achievements were at its highest when the teachers practiced interactionist style,

and at its lowest when the teachers were interventionists.

There are always a couple students each year who really struggle to stay

organized. These students are not difficult to spot. They often have messy desks

and lockers, can’t locate things, are unprepared for class, are unaware of

deadlines, have trouble prioritizing, and are unfocused. In the past, you may

have ignored these issues, or maybe you tried fixing them by helping your

student straighten up every once in awhile. Let me guess, the attempts to help

probably didn’t make a difference.

As a future educator, having a well-organized classroom is much important.

Because organizing your students’ need in the classroom like books, pens etc.

can help you to minimize your attention to organizing which is you can focus on

teaching you learners your lessons. Teaching these new strategies will help

students complete their tasks efficiently and effectively. These tips give students

the tools they need to manage their obligations and to be successful in school.

With a little help and encouragement, disorganized children can easily get on a

new path. 

Shore (2015), Student Disorganization.

http://www.educationworld.com/a_curr/shore/shore052.shtml.

lxxxviii
lxxxix
 Workshop Insight

” Leadership and Creativity Capability”

It was a great opportunity to involve in such kind of workshop in which it

can develop your creativity, unity and being flexible. The workshop that we

attended was great. It develops our body and mind to function specially to do

different task given by the speaker. As what the theme said, “LEADERSHIP AND

CREATIVE CAPABILITY”. Leadership doesn’t mean you have that kind of idea

that you the authority in doing such things. It means that being a leader you have

to cooperate with your members a have unity have equal treatment so that you

have to become successful in your task. I’ve learned from the workshop that

people must practice becoming creative especially as a future educator because

it can help to become more resourceful and can enhance your skill to do some

task. It can help to us as future educator this kind of seminar because all the

things that we’ve done is much helpful to us during we battle in real world of

teaching. The seminar that i attended teaches me to become innovative and

learn to socialize others. Because i personally myself i don’t like talking people i

just stay on the other side but this seminar boosts my confidence to make new

friends share my ideas and yeah it was a great experience that i will never forget.

Above all, it was a great experience and I’ve learned so much in different

activities and i can assure that all of my learning will apply to my future students.

xc
 Lesson Planning Insight

The lesson plans that you will develop in this class will be designed to

communicate first and foremost to you as the teacher. They will be your guide

and map for organizing your materials and YOURSELF for the purpose of

helping your students achieve your intended learning outcomes. This seminar

was very helpful to me, it develops my learning on how to make a lesson plan.

Making Lesson plan is one way of planning your lesson to your learners. If you

give time and effort to plan your topic on how it will deliver to the class, there is

possible that you can get the goal from your objectives.

I am very thankful that our teachers shared their knowledge to us as

future educators on how to make a good lesson plan and it was very helpful. You

can never become a good teacher if you will not plan your topic because if you

are not ready and you face in front to your learners without bringing the weapon

of readiness you will become an effective teacher. Before you will enter in the

classroom make sure you have a lot of preparations by having a good plan from

your lesson in order for you to become an effective teacher.

xci
 Classroom Management Insight

Having a good management in the classroom has big impact to a teacher.

It was such an achievement that we encounter in this seminar to be more

develop on how to handle the class. In my mind, the first and most basic

obligation of a teacher is to see the beauty that exists within every student. Every

child is infinitely precious Period. When we start from this vantage point,

classroom management and its flip side, student engagement comes more

easily. It's an outgrowth of students feeling loved and respected.

Classroom Management can be defined as a set of steps that any mentor/

teacher/trainer should apply to ensure that the classroom lesson is both good

and without any trouble as well as dynamic in spite of students’ behavior. The

reason why Teacher presence is the most important aspect of classroom

management is that all too often we may go racing in with different strategies to

manage our classroom and if we don’t bring the correct presence into the room,

who we are, well then the strategies obviously aren’t going to take hold and what

we can do and what can be tempting is to blame the strategy, or worse, the

students, the school or the parents everyone else but the teacher. In short,

teacher plays an important role to life of the learners.

xcii
 Off- campus Insight

The first major step in moving forward from amateur status toward gaining

competencies that mark the real professional is the students teaching

opportunities to the educational theories and methods into practice.

As we all know, teaching is a noble profession. It requires a long

preparation and more training sessions for them to be equipped in facing the real

environment that awaits them in near future.

Teaching students especially in public school was very challenge because

it encompasses the culture, attitudes of the learners. They have different

characters that you must know as a teacher. Teaching is the activities to show or

help someone to learn how to do something, give instructions, guide in the study

of something, provide with the knowledge, and cause to know, understand

knowledge and give new knowledge.

As a future educator, I can say I have already knowledge on how to

handle the differences of my learners especially in public school. I am very

thankful that I have this opportunity to share my skills in teaching in Sta. Ana

National High School because it develops my knowledge, patience and unity to

my teachers and my co interns.

xciii
xciv
Daily Attendance
OFF Campus

xcv
Lesson Plan
OFF Campus

xcvi
Lesson Plan
OFF Campus

xcvii
Lesson Plan
OFF Campus

xcviii
 Class List
Grade 9 – Section AMAPOLA

BOYS GIRLS

1. Albaracin, Jomar A. 1. Anta, Lyka E.

2. Arellano, Romel Jr. F. 2. Arguna, Cherelle C.

3. Becerra, Robic E. 3. Asuncion, Angelica P.

4. Buela, Renz M. 4. Atig, Kris L.

5. Dupal-ag, Leosel L. 5. Baltazar, Jam S.

6. Edora, Enrico J. 6. Basister, Rekz S.

7. Exdang, Ryndyl L. 7. Coscos, Allen C.

8. Gadjali, Madzlan M. 8. Cristuta, Kris B.

9. Gilot, Kenneth F. 9. Daromimbang, Hafi G.

10. Guiamlod, Mohal K. 10. Ellarina, Mary M.

11. Jala, Leo L. 11. Escalderon, Jolina C.

12. Jul, Zoe D. 12. Gales, Lane S.

13. Mahasol, Elie P. 13. Geonzon, Ruby P.

14. Miag-ao, John A. 14. Hashim, Baie C.

15. Moral, Chris E. 15. Jumah, Nur K.

LEAMEL C. OSNAN

Class Adviser

xcix
 CES Involvement

BSEd Interns CES Visitation at Munting

Paaralan ng Sta. Cruz, Maa, Davao City

Our simple yet heart-warming community extension service happened last

March 7, 2017 at the Munting Paaralan ng Sta. Cruz located at Purok 14-Sta.

Cruz Bugac, Ma-a, Davao City. On that very day, we visited the kids at Munting

Paaralan. They were having their class when we arrived and the children were a

bit shy to their visitors. Nonetheless, they were very bright and enthusiastic at a

c
very young age.

ci
 Appendix A

Letter Request for Grade

OFF Campus

cii
 Appendix B

Teaching Performance Rating Sheet-Cooperating Teacher (1)

OFF Campus

ciii
Teaching Performance Rating Sheet-Cooperating Teacher (2)
OFF Campus

civ
Teaching Performance Rating Sheet-Cooperating Teacher (3)
OFF Campus

cv
Teaching Performance Rating Sheet-Cooperating Teacher (4)
OFF Campus

cvi
Teaching Performance Rating Sheet-Cooperating Teacher (5)
OFF Campus

cvii
Teaching Performance Rating Sheet-Cooperating Teacher (6)
OFF Campus

cviii
Teaching Performance Rating Sheet-Cooperating Teacher (7)
OFF Campus

cix
Teaching Performance Rating Sheet-Cooperating Teacher (8)
OFF Campus

cx
Teaching Performance Rating Sheet-Cooperating Teacher (9)
OFF Campus

cxi
Teaching Performance Rating Sheet-Cooperating Teacher (10)
OFF Campus

cxii
 Appendix C

Non-Teaching Performance Rating Sheet

Off Campus

Appendix D

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Clearance Form
Off Campus

Appendix E

cxiv
 School Forms

SF1: School Register

SF1: School Register

cxv
SF2: Daily Attendance Report for the Learner
cxvi
SF2: Daily Attendance Report for the Learner

cxvii
SF5: Report on Promotion and Level of Proficiency

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SF5: Report on Promotion and Level of Proficiency

cxix
SF137: Secondary Student’s Permanent Record

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SF137: Secondary Student’s Permanent Record

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SF 138: Student’s Report Card

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Appendix F

cxxiii
E Class Record

Appendix G

cxxiv
Documentation
Off Campus

Appendix H

cxxv
Certificates of Seminars Attended

Certificates of Seminars Attended

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Certificates of Seminars Attended

cxxvii
Appendix I

cxxviii
 Application Letter

March 12, 2018

THE PRINCIPAL
Holy Cross of Davao College
SOS Drive, Bajada, Davao City

Dear Principal,
I am writing to apply and express my desire to be a part of teaching force of your
institution. As requested, I am enclosing a completed job application, my
certification, resume and references.
I believe that my experiences and education will make me a good candidate for
this position. The assets that I possess for success in this position include:
*I strive for continued excellence
*I provide exceptional contributions to my students and colleagues
I am current intern under the program of Bachelor of Physical Education- School
Physical Education that has a full understanding of the teaching and learning
process.

Please see my resume for additional information on my experiences

I can be reached anytime via cell phone number 09462464431
Thank you for your time and consideration. I look forward to speak with you
about this employment opportunity.
Sincerely,

Leamel C. Osnan
Applicant

Appendix J

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 Curriculum Vitae

Full Name : Leamel C. Osnan

Address : blk 69 lot. 7 Roman st. Emily Homes
Cabantian
Contact # : 09462464431
Email Add. : leamelosnan@yahoo.com

Personal Data:
Birth date : May 24, 1996
Birthplace : Manay Davao Oriental
Height : 5’4”
Weight : 45 kgs
Status : Single
Religion : Roman Catholic
Citizenship : Filipino
Language/ Dialects spoken : English, Filipino, Visayan
SSS # : none
Passport # : none

Educational Background:

Tertiary Holy Cross of Davao College, Inc 2014-2018

Sta. Ana Ave., 8000 Davao City
Bachelor of Physical Education Major
in School Physical Education

Secondary St. Mary’s Academy of Caraga 2009-2012

Sobrecarey st. Caraga Davao Oriental

Elementary Pantuyan National High School 2004-2009

P.M Sobrecarey Caraga Davao Oriental

Affiliations:

cxxx
Name of Organization Position School Year

CrossPEHM Member 2014-2018

Edusco Member 2014-2018

Awards:

First runner up STE Basketball Women (2017)

Champion Education Day (2015-1016)

Seminars and Trainings

5th MADSEI Kadayawan Davao Region

Inter-School Ballroom Competition (Facilitator)
Victoria Plaza, Parking Lot, Davao City
August 2016

6th MADSEI Araw ng Davao

Inter-School Ballroom Competition (Facilitator)
UIC, Bonifacio Campus, Davao City
March 2017

Leaders’ Summit 2017

Holy Cross of Davao, Bajada Campus
May 2017

Skills and Qualifications:

Computer literate

Character Reference:

RODHESIA C. ALCANTARA MPS DR. VERONICA MERLAS

BPE Program Head (HCDC) Dean, School of Teacher Education

Catherine M. Arcenas
Sta. Ana National High School

I hereby certify that all information given are true and correct to the
best of my knowledge.
___________________________

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cxxxii